Use the guiding questions that we came up with in class to describe a standards-based lesson. This lesson could be one that you make up or one that you watch on video. Important: Be sure that your learning objective aligns with a curriculum standard.
I. Standard Benchmark(s) and Learning Objective:
NSS-USH.5-12.8 ERA 8: THE GREAT DEPRESSION AND WORLD WAR II (1929-1945)
Understands the causes of the Great Depression and how it affected American society
Understands how the New Deal addressed the Great Depression, transformed American federalism, and initiated the welfare state
*Understands the causes and course of World War II, the character of the war at home and abroad, and its reshaping of the U.S. role in world affairs
Taken from www.education-world.com
There is no way that all of the standards above can be covered in one lesson, so there will be a focus on the last of the three standards. The objective of this is for the students to understand and be able to explain the who, what, when, where, why and how of WWII.
II. The Learning Environment
One of the most important factors of a classroom aside from the class activity, is the learning environment. In this particular classroom, the students will be grouped in desks of four or five depending on the class size. They will be arranged this way to make creating a circle for class discussions easier, and team projects are already arranged (conveniently at the teachers discretion). This also makes classwork easier because students can just ask a member of their group and discuss quietly among themselves, rather than just poking the person in front of them for the answer. Teachers too, can approach the students in groups and see what material seems to be confusing, as is opposed to pointing out one student in front of the class who has a question.
With class projects underway the teacher can post projects up on the walls from past years and photos of the current material being covered.
Also provided are reference books and (auto)biographies of people involved in the era being studied with various posters and pictures to help the students see what was happening rather than just reading about it. There may also be projects from previous years and of current students posted on the walls to help teachers guide and encourage their students into producing high-quality work.
III. The Learning Activities
The students' groups would be instructed to each choose a country or world leader from the era. The students will research the specific country or player, and they will create a bio about how they were a part of the world war, and what they wanted to come out of the world war. Once they have the bio or dossier, the Allied forces and the Axis forces will debate the merits of each side from various standpoints and perspectives. This exercise can be run much like a mini United Nations summit. This is going to encourage and force the students to extract the knowledge from the resources, instead of just reading it and copying it onto a test sheet.
IV. Assessment Strategies/Items
The students will be assessed based on their arguements and the presentation of information in the summit between the two sides. In addition to the group debate, each student will be responsible for turning in a personal summary of how and why said country or person was involved, for what reasons and what impact did they seek or have on the war. The students will not be tested on bland memorization, but on a broader understanding of the purpose of the Second World War.
Title: High School Social Studies
Authors:
1. James M2. Dominique B [1+2]
Use the guiding questions that we came up with in class to describe a standards-based lesson. This lesson could be one that you make up or one that you watch on video. Important: Be sure that your learning objective aligns with a curriculum standard.
I. Standard Benchmark(s) and Learning Objective:
NSS-USH.5-12.8 ERA 8: THE GREAT DEPRESSION AND WORLD WAR II (1929-1945)
Understands the causes of the Great Depression and how it affected American society
Understands how the New Deal addressed the Great Depression, transformed American federalism, and initiated the welfare state
*Understands the causes and course of World War II, the character of the war at home and abroad, and its reshaping of the U.S. role in world affairs
Taken from www.education-world.com
There is no way that all of the standards above can be covered in one lesson, so there will be a focus on the last of the three standards. The objective of this is for the students to understand and be able to explain the who, what, when, where, why and how of WWII.
II. The Learning Environment
One of the most important factors of a classroom aside from the class activity, is the learning environment. In this particular classroom, the students will be grouped in desks of four or five depending on the class size. They will be arranged this way to make creating a circle for class discussions easier, and team projects are already arranged (conveniently at the teachers discretion). This also makes classwork easier because students can just ask a member of their group and discuss quietly among themselves, rather than just poking the person in front of them for the answer. Teachers too, can approach the students in groups and see what material seems to be confusing, as is opposed to pointing out one student in front of the class who has a question.
With class projects underway the teacher can post projects up on the walls from past years and photos of the current material being covered.
Also provided are reference books and (auto)biographies of people involved in the era being studied with various posters and pictures to help the students see what was happening rather than just reading about it. There may also be projects from previous years and of current students posted on the walls to help teachers guide and encourage their students into producing high-quality work.
III. The Learning Activities
The students' groups would be instructed to each choose a country or world leader from the era. The students will research the specific country or player, and they will create a bio about how they were a part of the world war, and what they wanted to come out of the world war. Once they have the bio or dossier, the Allied forces and the Axis forces will debate the merits of each side from various standpoints and perspectives. This exercise can be run much like a mini United Nations summit. This is going to encourage and force the students to extract the knowledge from the resources, instead of just reading it and copying it onto a test sheet.
IV. Assessment Strategies/Items
The students will be assessed based on their arguements and the presentation of information in the summit between the two sides. In addition to the group debate, each student will be responsible for turning in a personal summary of how and why said country or person was involved, for what reasons and what impact did they seek or have on the war. The students will not be tested on bland memorization, but on a broader understanding of the purpose of the Second World War.
SBLD EVAL JAMES DOMINIQUE